A Qualitative Preceptor Development Needs Assessment to Inform Program Design and Effectiveness.
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2021-11
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Abstract
Objective. To assess preceptor teaching challenges and development programming design preferences through a qualitative needs assessment of Doctor of Pharmacy student and resident preceptors.Methods. In 2018, 148 experiential education stakeholders across North Carolina (eg, preceptors, residency program directors, experiential faculty administrators, and practice site administrators) were invited to participate in a 60-minute semi-structured interview as part of a broad preceptor development needs assessment. Interview questions focused on: precepting challenges, positive and negative features of development programs, and preferences for program design. Interview transcripts were coded using thematic analysis.Results. Forty-two participants completed interviews, including preceptors from various rotation types, residency program directors, experiential faculty administrators, and institution administrators. Participants identified numerous teaching challenges related to learners, preceptors, and institutional level factors. Participants often noted there was inadequate time, resources, and support to effectively teach. Desirable preceptor development program features included practical strategies, collaboration with preceptors, delivery by education and practice experts, and topics specific to precepting experience. Participants identified live, on-demand, and webinar formats as acceptable if collaboration and engagement were included. Participants also desired unique training opportunities such as online platforms, coaching programs, and simulated learning environments.Conclusion. Preceptors for pharmacy students and residents face numerous challenges and require sufficient time, support, and resources to develop their skills. Participants requested training that included on-demand, frequent sessions delivered through various modalities, collaboration opportunities, a choice in topics and delivery formats, and sessions from educational and practice experts.
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Williams, Charlene R, Michael D Wolcott, Lana M Minshew, Austin Bentley and Lorin Bell (2021). A Qualitative Preceptor Development Needs Assessment to Inform Program Design and Effectiveness. American journal of pharmaceutical education, 85(10). p. 8450. 10.5688/ajpe8450 Retrieved from https://hdl.handle.net/10161/33572.
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Lana M Minshew
Dr. Minshew is an educational researcher, qualitative methodologist, and learning scientist who brings a unique interdisciplinary perspective to health professions education. Her professional foundation includes seven years as a K-12 science teacher, a Master's in Educational Psychology from the University of Houston, and a doctorate in the Learning Sciences from the University of North Carolina at Chapel Hill. Dr. Minshew’s doctoral research focused on collaborative learning and scientific argumentation development with an emphasis on qualitative methods and design-based research. This foundation was enhanced through a postdoctoral research fellowship in the Center for Innovative Pharmacy Education and Research (CIPhER) at the UNC Eshelman School of Pharmacy. Prior to joining Duke, Dr. Minshew was an Assistant Professor in the Clinical Sciences Department (School of Pharmacy) and the Division of General Internal Medicine (School of Medicine) at the Medical College of Wisconsin.
Dr. Minshew's research agenda centers on three interconnected themes that collectively advance evidence-based health professions education: the application of educational theory to health professions contexts, design thinking methodologies for curricular innovation, and faculty development and professional flourishing. Her current research portfolio demonstrates this integrated approach through several major initiatives, including a longitudinal study examining physician virtue and professional flourishing that explores how training environments shape both competence and character, and parallel research with pharmacy faculty investigating educational and systemic factors contributing to faculty burnout and academic exodus. Through the Knowledge Informing Collaboration for Scholarship (KICS) research group, she leads systematic investigations of educational theory application in health professions education while coordinating best practices research in resident medical education. Her work represents a synthesis of educational theory, qualitative research expertise, and healthcare education practice that enables her to address persistent challenges in medical and pharmacy education while developing innovative solutions grounded in empirical evidence.
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